CS382:Predator-Prey

Predator Prey ( Lynx Hare )

Overview

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Background Reading for Teachers and TAs

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Reading Assignments for Students

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Reference Material

• Page on Lynx - Hare Populations
• Talks about Lynx - Hare as a Pred/Prey model
• Wolf Sheep Agent based netlogo model
• Wolf Sheep Systems Dynamics netlogo model

Lecture Notes

Outline of the lectures designed to fit into 2 1:20 slots per week.

Lab

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Software

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Bill of Materials

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Evaluation

CRS Questions

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Quiz Questions

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<The Unit's Name> Metadata

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Scheduling

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Concepts and Techniques

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General Education Alignment

• Analytical Reasoning Requirement
  • Abstract Reasoning - From the [Catalog Description] Courses qualifying for credit in Abstract Reasoning typically share these characteristics:
    • They focus substantially on properties of classes of abstract models and operations that apply to them.
      • Analysis of this unit's support or not for this item.
    • They provide experience in generalizing from specific instances to appropriate classes of abstract models.
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    • They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.
      • Analysis of this unit's support or not for this item.
  • Quantitative Reasoning - From the [Catalog Description] General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:
    • Using and interpreting formulas, graphs and tables.
      • Analysis of this unit's support or not for this item.
    • Representing mathematical ideas symbolically, graphically, numerically and verbally.
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    • Using mathematical and statistical ideas to solve problems in a variety of contexts.
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    • Using simple models such as linear dependence, exponential growth or decay, or normal distribution.
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    • Understanding basic statistical ideas such as averages, variability and probability.
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    • Making estimates and checking the reasonableness of answers.
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    • Recognizing the limitations of mathematical and statistical methods.
      • Analysis of this unit's support or not for this item.
• Scientific Inquiry Requirement - From the [Catalog Description] Scientific inquiry:
  • Develops students' understanding of the natural world.
    • Analysis of this unit's support or not for this item.
  • Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.
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  • Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.
    • Analysis of this unit's support or not for this item.

Scaffolded Learning

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Inquiry Based Learning

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